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    ESD training for university teachers : which is more effective, the face-to-face or digital format? Results of an intervention study

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    Hemmer, Ingrid ; Koch, Christoph ; Peitz, Anna:
    ESD training for university teachers : which is more effective, the face-to-face or digital format? Results of an intervention study.
    In: International journal of sustainability in higher education. (29. Februar 2024). - 19 S.
    ISSN 1467-6370 ; 1758-6739

    Volltext

    Volltext Link zum Volltext (externe URL):
    https://doi.org/10.1108/IJSHE-05-2023-0178

    Kurzfassung/Abstract

    Purpose
    This paper aims to analyze the extent to which education for sustainable development (ESD) training enhances university teachers’ professional competence and whether it has the same effect in the digital as in the face-to-face format.

    Design/methodology/approach
    A training concept was developed based on the professional action competence model. Between 2018 and 2021, 19 training sessions were conducted with 183 university teachers: ten in face-to-face sessions and nine in the digital format. Questionnaires were administered before and after the training to determine its impact.

    Findings
    Overall, the training proved to be effective. There was a significant increase in professional knowledge and self-efficacy after the training, but there was no change in motivation. The face-to-face and digital formats proved to be equally effective.

    Research limitations/implications
    The long-term effect of the training could not be determined.

    Practical implications
    There should be regular ESD training and coaching for university teachers.

    Originality/value
    There has been little research on the effectiveness of ESD teacher training, and no comparison between the face-to-face and digital approaches exists. It has been possible to train a relatively large number of university teachers from a wide range of subject areas, about two-thirds of whom have had no previous ESD experience.

    Forschungsprojekte

    Fortbildung von Hochschuldozierenden und Seminarlehrkräften der Lehrerbildung für Bildung für nachhaltige Entwicklung in Bayern (FOLE-BNE_Bay)

    Weitere Angaben

    Publikationsform:Artikel
    Schlagwörter:Bildung für nachhaltige Entwicklung; hochschuldidaktische Fortbildung; online-Fortbildung; Wirkungsforschung; Interventionsstudie
    Themenfelder:Nachhaltigkeit
    Sprache des Eintrags:Englisch
    Institutionen der Universität:Mathematisch-Geographische Fakultät > Geographie > Professur für Geographiedidaktik und Bildung für nachhaltige Entwicklung
    DOI / URN / ID:10.1108/IJSHE-05-2023-0178
    Peer-Review-Journal:Ja
    Verlag:Emerald
    Die Zeitschrift ist nachgewiesen in:
    Titel an der KU entstanden:Ja
    KU.edoc-ID:33060
    Eingestellt am: 14. Mär 2024 09:28
    Letzte Änderung: 14. Mär 2024 09:28
    URL zu dieser Anzeige: https://edoc.ku.de/id/eprint/33060/
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